The following resources use identifies the resources we used to develop our presentation and this wiki as well as resources we recommend on the topics addressed.
Bibliography
Brooks, J. Q. & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instructions that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Alexandria, VA: Association for Supervision and Curriculum Development.
Silver, H. F., Strong, R. W., & Perini, M. J. (2000). So each may learn. Integrating learning styles & multiple intelligences. Alexandria, VA: Association for Supervision and Curriculum Development.
Bull, G. L. & Bell, L. (2005). Teaching with digital images. Acquire, create, communicate. Eugene, OR: International Society for Technology in Education.
McKenzie, W. (2005). Multiple intelligences and instructional technology (Second Edition). Eugene, OR: International Society for Technology in Education.
Fox, M. f., Johnson, D. G., & Rosser, S. V. (edit) (2006). Women, gender, and technology. Chicago: IL: University of Illinois Press.
Monroe, B. (2004). Crossing the digital divide. Race, writing, and technology in the classroom. New York, NY: Teachers College Press.
Internet Resources Directly Related to the Content of the Model Lesson
The National Science Digital Library. http://nsdl.org/. Some examples of lessons from the National Science Digital Library that related to this model lesson.
Internet Resources to Support Creating Mulitiple Formats of Classroom Curriculum and Support Reading and Writing for All Learners
Science Writer II. Science Writer II is a technoloyg-based writing approach to meet the challenge of all students, including those with disabilities, in the science report-writing process. Research-based writing strategies and curriculum-based measure are intergrated
Science Writer II
Science Writer II is a technology-based writing approach to meet the challenge of supporting all students, including those with disabilities, in the science report-writing process. Research-based writing strategies and curriculum-based measurement are integrated in a flexible, technology-based writing environment.
CAST Universal Design for Learning (UDL) Book Builder
Welcome to the CAST Universal Design for Learning (UDL) Book Builder! Use this site to create, read, and share engaging digital books that build reading skills for students. Your universally designed books will engage and support diverse learners according to their individual needs, interests, and skills.
The following activity will help the students understand the cultural nature of scientific research. The students will understand how people interpret science in different ways based on their social environments.
• Web-Based Resources for Science, Technology, and Engineering: Tools and Activities for Teaching and Learning is a directory of online tools and resources. Educators can use these materials to enhance curriculum to improve the participation of students with disabilities in science, technology, and engineering content areas. • The Access Center provides varied resources to support science curriculum. http://www.k8accesscenter.org/training_resources/sci_tech_resources.asp
• PBS Teachers Science/Technology offers interactive online and offline lesson plans to engage your students. Database is searchable by gradelevel and science content.
• NASA's Imagine the Universe! Lesson Plans provide teachers with teacher-created lessons and units exploring the Universe. This site makes use of NASA imagery and lessons are linked to the math and science standards they support.
• NASA Explores Express Lessons and Online Resources provides background articles for teachers and choices for related lessons for K-12. Lessons are linked to national educational standards in science, math, technology, and geography.
• Michigan Reach Out! is a 501(c)(3) nonprofit organization that links college, business, and community mentors with youth to provide educational and career exploration opportunities both inside and outside the classroom.
Michigan Reach Out! is a 501(c)(3) nonprofit organization that links college, business, and community mentors with youth to provide educational and career exploration opportunities both inside and outside the classroom. The site has a series of resources that can help students with study skills.
and has sereval online assessments to help learners understand how they learn.
The CAST Universal Design for Learning (UDL) Curriculum Self-Check . Use this site to help you apply UDL principles in your teaching to reach and engage all of your students. The goal of UDL is to enable all individuals to gain knowledge, skills and enthusiasm for learning. Learn about UDL, Check Your Curriculum, or Explore Resources for ideas on how to build options and flexibility into each element of your curriculum. There is a section related to science on the UDL Curriculum Self-Check. You will need to scroll down to find it. http://udlselfcheck.cast.org/resources.php#science
Supporting Research:
Ashburn, E. A. & Floden, R. E. (2006). Meaningful learning using technology. What educators need to know and do. New York, NY: Teachers College Press.
Brooks, J.Q. & Brooks, M. G. (1993). In search of understanding. The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Carbo, M. (1995). Chapter One, Educating everybody's children. Alexandria, VA: Association for Supervision and Curriculum Development.
Carbo, M. (1995. Barriers to good insturction. Chapter Two in Educating everybody's children. Alexandria, VA: Association for Supervision and Curriculum Development.
Carbo, M. (1995). A baker's dozen: Effective instructional strategies. Chapter Three in Educating everybody's children. Alexandria, VA: Association for Supervision and Curriculum Development.
Fosnot, C. T. (Editor) (1996). Constructivism: Theory, perspectives, and practice. New York, NY: Teachers College Press.
Gorski, P. C. (2003). Privilege and repression in the digital era: Rethinking the sociopolitics of the digitial divide. Race, Gender, & Class, 10(4), pp. 1-38.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works. Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
National Research Council (2000). How people learn. Brain, mind, experience, and school.Washington, DC: National Academy Press.
Pea, R. (Editor) (2000). Technology and learning. San Francisco, CA: Jossey-Bass. ttp:www.nap.edu/html/howpeople1/
Effective Learning Environment Resources/Inquiry:
Brooks, J.Q. & Brooks, M. G. (1993). In search of understanding. The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works. Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
National Research Council (2000). How people learn. Brain, mind, experience, and school.Washington, DC: National Academy Press.
Pea, R. (Editor) (2000). Technology and learning. San Francisco, CA: Jossey-Bass.
Wiggins, G. & McTighe, J. (2005). Understanding by Design, Expanded 2nd Edition. Alexandria, VA: Prentice Hall
Monroe, B. (2004). Crossing the digital divide. Race, writing, and technology in the classroom. New York, NY: Teachers College Press.
Solomon. G., Allen, N. J., & Resta, P. (Editors). (2003). Toward digital equity. Bridging the divide in education. Boston, MA: Pearson Education Group, Inc.
The following resources use identifies the resources we used to develop our presentation and this wiki as well as resources we recommend on the topics addressed.
Bibliography
Brooks, J. Q. & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instructions that works. Alexandria, VA: Association for Supervision and Curriculum Development.
Alexandria, VA: Association for Supervision and Curriculum Development.
Silver, H. F., Strong, R. W., & Perini, M. J. (2000). So each may learn. Integrating learning styles & multiple intelligences. Alexandria, VA: Association for Supervision and Curriculum Development.
Bull, G. L. & Bell, L. (2005). Teaching with digital images. Acquire, create, communicate. Eugene, OR: International Society for Technology in Education.
McKenzie, W. (2005). Multiple intelligences and instructional technology (Second Edition). Eugene, OR: International Society for Technology in Education.
Fox, M. f., Johnson, D. G., & Rosser, S. V. (edit) (2006). Women, gender, and technology. Chicago: IL: University of Illinois Press.
Monroe, B. (2004). Crossing the digital divide. Race, writing, and technology in the classroom. New York, NY: Teachers College Press.
Applications Used at TIES 2008
//lingro//: The coolest dictionary known to hombre!
lingro is a free multilingual AJAX dictionary and language learning site. Currently supporting English (ESL), Spanish, Italian, French, and German.Quizlet
Teacher Tube and You Tube Resources
Internet Resources Directly Related to the Content of the Model Lesson
The National Science Digital Library. http://nsdl.org/. Some examples of lessons from the National Science Digital Library that related to this model lesson.
Water Properties. http://www.uni.edu/~iowawet/H2OProperties.html#states
How Many Drops http://www.teachengineering.org/view_lesson.php?url=http://www.teachengineering.com/collection/duk_/lessons/duk_drops_mary_less/duk_drops_mary_less.xml
Wet Pennies http://teachengineering.org/view_activity.php?url=http://www.teachengineering.com/collection/duk_/activities/duk_drops_mary_act/duk_drops_mary_act.xml
Break the tension http://teachengineering.org/view_activity.php?url=http://www.teachengineering.com/collection/cub_/activities/cub_earth/cub_earth_lesson2_activity4.xml
Students as Scientists http://teachengineering.org/view_curricularunit.php?url=http://www.teachengineering.com/collection/duk_/curricular_units/duk_bubble_mary_unit/duk_bubble_mary_unit.xml
Internet Resources to Support Creating Mulitiple Formats of Classroom Curriculum and Support Reading and Writing for All Learners
Science Writer II. Science Writer II is a technoloyg-based writing approach to meet the challenge of all students, including those with disabilities, in the science report-writing process. Research-based writing strategies and curriculum-based measure are intergrated
Science Writer II
Science Writer II is a technology-based writing approach to meet the challenge of supporting all students, including those with disabilities, in the science report-writing process. Research-based writing strategies and curriculum-based measurement are integrated in a flexible, technology-based writing environment.
http://www.cast.org/research/projects/tws.html
CAST Universal Design for Learning (UDL) Book Builder
Welcome to the CAST Universal Design for Learning (UDL) Book Builder! Use this site to create, read, and share engaging digital books that build reading skills for students. Your universally designed books will engage and support diverse learners according to their individual needs, interests, and skills.
http://bookbuilder.cast.org/
Internet Resources: Inquiry/Science Inquiry
Eyes Through Time
The following activity will help the students understand the cultural nature of scientific research. The students will understand how people interpret science in different ways based on their social environments.
http://www.wpsu.org/swift/lessonplan_detail.php?lp_id=23
Science
• Web-Based Resources for Science, Technology, and Engineering: Tools and Activities for Teaching and Learning is a directory of online tools and resources. Educators can use these materials to enhance curriculum to improve the participation of students with disabilities in science, technology, and engineering content areas. • The Access Center provides varied resources to support science curriculum. http://www.k8accesscenter.org/training_resources/sci_tech_resources.asp
• PBS Teachers Science/Technology offers interactive online and offline lesson plans to engage your students. Database is searchable by gradelevel and science content.
http://www.pbs.org/teachers/sciencetech/• NASA's Imagine the Universe! Lesson Plans provide teachers with teacher-created lessons and units exploring the Universe. This site makes use of NASA imagery and lessons are linked to the math and science standards they support.
http://imagine.gsfc.nasa.gov/index.html• NASA Explores Express Lessons and Online Resources provides background articles for teachers and choices for related lessons for K-12. Lessons are linked to national educational standards in science, math, technology, and geography.
http://www.nasaexplores.com/index.php• Michigan Reach Out! is a 501(c)(3) nonprofit organization that links college, business, and community mentors with youth to provide educational and career exploration opportunities both inside and outside the classroom.
Michigan Reach Out! is a 501(c)(3) nonprofit organization that links college, business, and community mentors with youth to provide educational and career exploration opportunities both inside and outside the classroom. The site has a series of resources that can help students with study skills.
and has sereval online assessments to help learners understand how they learn.
Study Skills Self Help: http://reachoutmichigan.org/learn/stdyhlp.html
The First Step to College or Careers: Self-Analysis http://reachoutmichigan.org/exploringsci/analysis.html
The CAST Universal Design for Learning (UDL) Curriculum Self-Check . Use this site to help you apply UDL principles in your teaching to reach and engage all of your students. The goal of UDL is to enable all individuals to gain knowledge, skills and enthusiasm for learning. Learn about UDL, Check Your Curriculum, or Explore Resources for ideas on how to build options and flexibility into each element of your curriculum. There is a section related to science on the UDL Curriculum Self-Check. You will need to scroll down to find it. http://udlselfcheck.cast.org/resources.php#science
Supporting Research:
Ashburn, E. A. & Floden, R. E. (2006). Meaningful learning using technology. What educators need to know and do. New York, NY: Teachers College Press.
Brooks, J.Q. & Brooks, M. G. (1993). In search of understanding. The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Carbo, M. (1995). Chapter One, Educating everybody's children. Alexandria, VA: Association for Supervision and Curriculum Development.
Carbo, M. (1995. Barriers to good insturction. Chapter Two in Educating everybody's children. Alexandria, VA: Association for Supervision and Curriculum Development.
Carbo, M. (1995). A baker's dozen: Effective instructional strategies. Chapter Three in Educating everybody's children. Alexandria, VA: Association for Supervision and Curriculum Development.
Fosnot, C. T. (Editor) (1996). Constructivism: Theory, perspectives, and practice. New York, NY: Teachers College Press.
Gorski, P. C. (2003). Privilege and repression in the digital era: Rethinking the sociopolitics of the digitial divide. Race, Gender, & Class, 10(4), pp. 1-38.
Jacobs, V. A. November 2002, Volume 60 Number 3, Reading, Writing, and Understanding. Reading and Writing in the Content Areas, Pages 58-61
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works. Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
National Research Council (2000). How people learn. Brain, mind, experience, and school.Washington, DC: National Academy Press.
Pea, R. (Editor) (2000). Technology and learning. San Francisco, CA: Jossey-Bass. ttp:www.nap.edu/html/howpeople1/
Effective Learning Environment Resources/Inquiry:
Brooks, J.Q. & Brooks, M. G. (1993). In search of understanding. The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works. Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
National Research Council (2000). How people learn. Brain, mind, experience, and school.Washington, DC: National Academy Press.
Pea, R. (Editor) (2000). Technology and learning. San Francisco, CA: Jossey-Bass.
Wiggins, G. & McTighe, J. (2005). Understanding by Design, Expanded 2nd Edition. Alexandria, VA: Prentice Hall
Digital Equity:
A National Consideration of Digital Equity
http://iste.org/Content/NavigationMenu/Professional_Development/Programming_at_NECC/Summits1/20078/Digital_Equity_Summit/national-consideration-DE.pdf//
Overcoming the Gender Digital Divide: Understanding ICTS and their Potential for the Empowerment of Women
Cooper, J., & Weaver, K. D. (2003). Gender and computers. Understanding the digital divide. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Fox, M. F., Johnson, D. G. & Rosser, S. V. (Editors). (2006). Women, gender, and technology. Urbana, IL: University of Illinois Press.
Gorski, Paul, and EdChange. Multicultural Pavilion.
Huyer, S. & Sikoska, T. (2003). NSTRAW RESEARCH PAPER SERIES No. 1, April 2003, http://www.un-instraw.org/en/docs/gender_and_ict/Synthesis_Paper.pdf
Monroe, B. (2004). Crossing the digital divide. Race, writing, and technology in the classroom. New York, NY: Teachers College Press.
Solomon. G., Allen, N. J., & Resta, P. (Editors). (2003). Toward digital equity. Bridging the divide in education. Boston, MA: Pearson Education Group, Inc.
EdChange Multicultural Pavilion - Free Handouts
Fact Sheets
Models
Girls Incorporated - A web resource supporting "inspiring all girls to be strong. smart, and bold"
Fact Sheets - There are a variety of fact sheets that can be found at http://www.girlsinc.org/ic/page.php?id=3.1
Several specifically related to gender digital equity are listed below.
Girls and Media
Other Resources:
Technology Integration Tools:
Wiske, M. S. (2005). Teaching for understanding with technology. San Francisco, CA: Jossey-Bass.